If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.

When dealing with children there is greater need for observing than of probing.

The hand is the prehensile organ of the mind.

The purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world. We are not created only to enjoy the world, we are created in order to evolve the cosmos.

The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.

Dependence is not patriotism. A man does not love his mother if he hangs about her to the point of burdening her with a weak, feckless son.

To assist a child we must provide him with an environment which will enable him to develop freely.

The chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self-confidence. Suddenly, the child becomes very sensitive to the rudeness and humiliations which he had previously suffered with patient indifference.

If the whole of mankind is to be united into one brotherhood, all obstacles must be removed so that men, all over the surface of the globe, should be as children playing in a garden.

Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity.

Conventions which camouflage a man's true feelings are a spiritual lie which help him adapt himself to the organized deviations of society.

Only when the child is able to identify its own center with the center of the universe does education really begin.

Books are mute as far as sound is concerned. It follows that reading aloud is a combination of two distinct operations, of two 'languages.' It is something far more complex than speaking and reading taken separately by themselves.

The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.

The child will reveal himself through work.

We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.

Never help a child with a task that they feel they can complete themselves.

One test of the correctness of educational procedure is the happiness of the child.

Establishing lasting peace is the work of education; all politics can do is keep us out of war.

The environment acts more strongly upon the individual life the less fixed and strong this individual life may be.